Elizabeth Hilliard
November 7, 2012
Tutoring Week #4
This Week’s Goal: Based on last week’s session, we will review C-le words. Today
we will begin working on affixes, with emphasis on suffixes. We will be able to
pronounce the affixes correctly, understand what they mean, and how they can
change the meaning of a root word.
Plan:
I have three affix activities for Jesse, his mother, and I to complete today. The first is
called “Kicking up Words.” In this activity we will make new words by choosing a
prefix, a root word, and a suffix. Jesse will use the provided cards to create these
words. The next activity is called “Suffix House,” in this activity we will read a
sentence off of a flashcard and then find a suffix word card that can replace the
underlined portion of the sentence. For example: The excited boy was full of joy
(joyful). Then Jesse will move the set and classify it under the correct suffix house,
in this case it would be –ful (full of). The final suffix activity is called “Zombie
Prefixes.” This activity is a game, where students read a sentence and choose from
two words—there is one correct and one incorrect prefix. For example—He was
very _____ and always had bad luck (disfortunate or unfortunate). If the player (Jesse,
his mother, or I) chooses the correct word, then they get to choose from a bag of
dice, red means move up one space and if it’s blue you get to move up two spaces on
the game board. These activities will help directly expose Jesse to affixes and help
him become more fluent with these word parts in preparation for their
reoccurrence in other words and texts. Finally we will read from The Diary of a
Wimpy Kid- Cabin Fever and work on fluency and stamina. As needed we will stop an
identify words that have affixes and discuss how they might change the
pronunciation and/or meaning of the words.
Action:
 (What we will do together)
o My tutee, his mother, and I will review Jesse’s homework, starting
with the consonant-le words that he took home last week. We will
review each of these flash cards. If Jesse misses any of these words
still, I will move these C-le words to his “words I don’t know” bag.
Jesse will take these words home again this week for further practice.
Next we will go over the words that Jesse encountered in his weekly
reading and did not know or understand. We will write the word and
the definition in his tutoring journal and on separate flash cards to
add to his word bag.
o Next I will tell Jesse that will be working on suffixes-word beginnings
and endings this week. I will ask Jesse what he knows and has
previously learned about suffixes. I will then explain the first activity,
“Kicking up Words.”


(What my tutee will do alone)
o Jesse will have to go through all of the word parts that are already
sorted by prefix, root, and suffix and attempt to create new words.
(What I must do as a result of my tutee’s action/inaction)
o I will help scaffold Jesse as needed to be successful with this activity. I
anticipate the first one or two words may be tricky, but he will get the
hang of it. After Jesse has completed a word, I will take away the
endings and ask what the root word is and what it means. Then I will
add the suffixes back and ask Jesse what the new word is and what it
means.

(What we will do together)
o Each word that Jesse correctly constructs will be given to his mother,
the ones that he struggled with will be scrambled back up, so that we
can come back to it again.
o When we have completed this activity we will move on to “The Suffix
House.” I will explain the activity to Jesse and his mother and then we
will set up the game.

(What my tutee will do alone)
o Jesse will choose a sentence and read it aloud to his mother and I.
Next he will try to find a word that relates to and can replace the
underlined words in the sentence.
(What I must do as a result of my tutee’s action/inaction)
o If Jesse is struggling, I will help him by asking questions like—What
word would make sense here? Can you find any chunks/the root of
the word that will help you figure out what the word means. Once
Jesse has made a match, he will then categorize the new word into a
suffix house. If there are any words or a specific suffix that Jesse
struggles with, we will review it at the conclusion of the round, to
ensure understanding.


(What we will do together)
o The final activity that I have is a game called Zombie Prefixes. There
are thirty sentences that have a fill in the blank section. Jesse will read
the sentence aloud and have to pick out the word with the correct
prefix, from two choices. If he chooses correctly he can pick out a die
from a cup, red (move up one space) or blue (move up two spaces).
We will use starbursts for markers. Jesse, his mom, and I will play.
Jesse’s mother can choose the cards for Jesse and move the pieces at
the very least.

(What my tutee and I will do together)
o To end our tutoring session, Jesse will read The Diary of a Wimpy KidCabin Fever aloud to me and his mother. While reading I will ensure
that we work on using context clues, images, and synonyms to define
words that he does not know.

(What parents will do to help at home)
o This week Jesse will need to practice each of the activities that we did
during tutoring. I want to ensure that Jesse has a solid understanding
of affixes and how they can change the meaning of a word.

Suggestionso Continue reviewing the unknown word flash cards.
o Practice each of the three affix activities.
Follow up:
 (What we will do together)
o We will continue working on affixes, but we will also focus on building
Jesse’s Tier 2 vocabulary. We will practice using strategies while
reading to help determine the meaning of words.

(What my tutee will do alone)
o Jesse will complete word sorts and vocabulary matching games of his
new unknown and tier two words.